数学微课程设计与应用的实证研究  

Empirical Study on Mico-course of Mathematics Applications

作　　者：张生[1,2] 王丽丽[1] 苏梅[1] 齐媛[3] 

机构地区：[1]北京师范大学教育统计与测量研究所,北京100875 [2]中国基础教育质量监测协同创新中心,北京100875 [3]中国教育科学研究院,北京100088

出　　处：《现代教育技术》2015年第12期53-58,共6页Modern Educational Technology

基　　金：国家社会科学基金教育学青年课题"利用信息技术促进留守儿童全面发展的实证研究"(项目编号:CCA130135);北京市教育科学"十二五"规划2012年度重点课题"利用信息技术创新流动儿童家庭教育的理论与实践"(项目编号:AJA12131)的阶段性研究成果;中央高校基本科研业务经费专项资金资助

摘　　要：采用低学业成就的实验组、高学业成就的对照组前后测实验设计方式,文章考察了微课程的设计与应用对学生学业成就的影响。结果表明:实验组(n=69)与对照组(n=74)前测结果差异显著,后测结果无显著差异,实验组与对照组的前后测结果差量之间有显著差异,中、低学业成就学生前后测差异显著——这说明参考微课程设计要素设计的微课程是改善数学学业成就的有效手段,且针对不同层次的学生有不同的影响效果。The influence of design and application of the micro-course on the academic achievement of students was investigated with low academic achievement as the experimental group and high academic achievement as the control group using the experiment design approach of pre-test and post-test. The results shown that the pre-test results between experimental group （n = 69） and control group （n = 74） were significantly different. However, there was no significant difference in post-test results; and there was remarkable difference between experimental-group and control-group in the dispersion of pre-test and post-test, especially for medium and low academic achievement students, which proved that the designed micro-course referring to the micro-course design elements was an effective method to improve students＇ mathematics academic achievement, and had different effects for students at different levels.

关 键 词：微课程 学业成就 能力分层 

分 类 号：G40-057[文化科学—教育学原理]